Edpc605 chapter 3&4

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Edpc605 chapter 3&4

  1. 1. Understanding by Design Gaining Clarity on Our Goals
  2. 2. How to Use Backward Design –Stage 1 Use national, state, or provincial content standards as a starting point. “Unpack” the nouns and verbs in the standards to point to the “big ideas” Use the template as a tool for developing a coherent, purposeful, and efficient design for learning.
  3. 3. NETS for Students
  4. 4. Big Ideas… It’s the central and organizing notion. It’s the core idea in a subject It has lasting value and transfers to other inquiries and requires uncovering because it is not obvious.
  5. 5. Essential Questions… Have no simple ‘right answer; they are meant to be argued and discussed (discovered, uncovered) Designed to provoke and sustain inquiry Often address the foundational or historical issues of a subject Lead to more questions Naturally come back again when learning Encourage ongoing re-thinking of big ideas, assumptions, prior learning (transference…) Could be overarching or topical
  6. 6. Understandings… Frame the desired understanding as a full-sentence generalization in response to the phrase, “Students will understand that…” Beware of stating an understanding as a truism or vague generality. (Triangles have 3 sides – truism or vague generality?- The U.S. is a complex country – truism or vague generality?) – Check to see your stated understandings don’t end with an adjective (i.e. fractions are important) Avoid the phrase, “Students will understand how to…” “Understanding is the ability to transfer learning to new, different, and unique experiences” - Wiggins
  7. 7. Big Ideas, Understandings, andEssential Questions Big Idea Topic or Content Standard Essential EssentialUnderstandingUnderstanding Question Question
  8. 8. Knowledge…What we want students to know Vocabulary Terminology Definitions Key factual information Formulas Critical details Important events and people Sequence and timeline
  9. 9. Skills…What we want students to be able to do Basic skills – decoding, arithmetic computation Communication skills – listening, speaking, writing Thinking skills – compare, infer, analyze, interpret Research, inquiry, investigation skills Study skills – notetaking Interpersonal group skills
  10. 10. Unpacking Goals – Method 1 Established Goals: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Stated or Implied BIG IDEAS Stated or Implied real-world In the NOUNS and ADJECTIVES: Performances in the VERBS: Understandings: Essential Questions: Students will understand that…Knowledge: Skills:What we want students to know… What we want students to do… Performance Task Ideas:
  11. 11. Applying Differentiation to the UbD Framework Stage 1 – Desired Results Establish Goal (Content Standards) Should not be differentiated Understandings Essential Questions Knowledge Skill May be differentiated Stage 2 – Assessment EvidencePerformance Tasks Other Evidence Key Criteria Stage 3 – Learning Plan Should be differentiated
  12. 12. Six Facets ofUnderstanding What to assess?
  13. 13. The argument for performance assessmentas a necessity, not a luxury……“Students must perform effectively with knowledge to convince us that they really understand what quizzes and short-answer tests only suggest they get”
  14. 14. Transfer: the linkThe six facets link the stages Use the six facets as the test of whether you are truly measuring “understanding” of the big ideas/essential questions
  15. 15. ExplanationInsightful connections and illustrationsRequire students to explain what they know and good reasons in support of itExplain “why” it is correct
  16. 16. Interpretation: what does itmean?Show significanceReveal importanceRecognize relevance
  17. 17. Application: use knowledgeeffectively“show understanding by using it, adapting it, customizing it”New situations, realistic context
  18. 18. Perspective: critical andinsightful points of viewCasting familiar ideas in a new lightExpose questionable and unexamined assumptions
  19. 19. Empathy: walk in another’sshoesAbility to get inside another person’s feelings and viewpointDiffers from perspectiveInside versus outside view
  20. 20. Self-knowledge: Wisdom toknow one’s ignoranceHow thoughts and actions inform as well as prejudice understandingMust first understand ourselves before we understand the world

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